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ABSTRACT
Independently funded private schools and public schools (those wholly funded by the state), are characterized as having two contrasting modes of educational production: the schoolwide mode and the classroom mode. The significance of this contrast is explored through an examination of four schools in the state of South Australia.
Specifically, curricular practices such as timetabling and homework and other organizational arrangements, are shown to vary in accordance with the schoolwide and classroom modes of educational production. The importance of these variations lies in the social inequalities consequent upon them. In other words, the systematic distinctions between the schooling practices observed in private and public schools are shown to have major import in the reproduction of structured social inequalities.